Lampe, L., & Calhoun, B. (2020, July), Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement  Paper presented at 2020 First-Year Engineering Experience, East Lansing, Michigan. 10.18260/1-2--35764

\bibitem{asee_peer_35764}
  Lampe, L., \& Calhoun, B. (2020, July), \emph{Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement}
  Paper presented at 2020 First-Year Engineering Experience, East Lansing, Michigan.
  10.18260/1-2--35764

Lisa Lampe and Blakeley Calhoun.  "Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement".  2020 First-Year Engineering Experience, East Lansing, Michigan, 2020, July.  ASEE Conferences, 2020.  https://peer.asee.org/35764 Internet.  19 Apr, 2024

\bibitem{asee_peer_35764}
  Lisa Lampe and Blakeley Calhoun.
  "Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement".
  \emph{2020 First-Year Engineering Experience, East Lansing, Michigan, 2020, July}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35764 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_35764
author = "Lisa Lampe and Blakeley Calhoun"
title = "Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement"
booktitle = "2020 First-Year Engineering Experience"
year = "2020"
month = "July"
address = "East Lansing, Michigan"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35764}
number = {10.18260/1-2--35764}
}

TY  - CPAPER
AB  - In this descriptive study, we examined engineering student satisfaction with academic advising in our new co-advising model as well as compared to the past faculty-only advising model.  We conduct this analysis through a critical lens by examining any differences by a student’s combined sex and ethnicity. In the faculty only advising model, students had separate first-year instructors and faculty advisors. In the co-advising model, students’ first year engineering course instructor also served as their academic advisor. Leveraging in-class discussions, the co-advising model infused several formative topics and activities into the first-year engineering course. These included major selection; identification of peer-support mechanisms; references to available counseling, tutoring and career-planning resources; periodical reminders regarding academic deadlines; check-ins to identify students at academic and/or medical risk; and early interventions for students who experienced academic or other difficulties. Our analysis of an extensive and representative data set (n =1210) of students from academic years 2015-2016 and 2016-2017 revealed 72 percent and 73 percent of students, respectively, agreed or strongly agreed (affirmed) that their advisor took an active role in ensuring their success in engineering, as compared to previous research reporting 31 percent affirmed the same statement in 2013.  Our 2016 and 2017 data, unlike the 2013 dataset, allowed us to extract survey responses from underrepresented minoritized students (URMs) in two ways: ethnicity, as categorized by the Integrated Postsecondary Education Data System (IPEDS), as well as a binary sex variable of male and female. Under the co-advising model, Black or African American males were the highest in affirming their advisor took an active role in ensuring their success in engineering at 86 percent.   Comparing co-advising to faculty-only advising model, each group had a higher percentage of affirmation.  These metrics, along with other data analysis, suggest adopting elements of a co-advising model may improve the advising experience for URM engineering students.
AU  - Lisa Lampe
AU  - Blakeley Calhoun
CY  - East Lansing, Michigan
DA  - 2020/07/26
PB  - ASEE Conferences
TI  - Full Paper: First Year Engineering Undergraduate Academic Co-Advising Improvement
UR  - https://peer.asee.org/35764
DO  - 10.18260/1-2--35764
ER  -